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Promoting Professional Development and High Quality Early Childhood and School-Age Programmes

III. EXPLORING POSITIONS

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Position 17: Substitute Teacher (Preparation Level 3)

Description: State Department of Education regulations define a substitute as one who is employed in place of a regularly appointed teacher who is absent but is expected to return. A long-term substitute means employment for more than 40 days by a school district in a school year. An itinerant substitute means employment for 40 days or less by a school district in a school year.

Knowledge, Skills, and Dispositions: While it is not necessary to have a depth of knowledge of all subjects, the substitute teacher may be called upon to teach many different subjects or grade levels. The teacher will usually plan for an absence by leaving lesson plans and a one-day substitute is not expected to teach new material, however, a long-term substitute may. Besides the subject area, a substitute teacher should have all the knowledge, skills and dispositions of the regular teacher (see below), as well as knowledge of the school system, personal flexibility, and behavior or classroom management skills.

The teacher acts as a facilitator to help students meet NYS learning standards in science, math and English Language Arts within an effective classroom learning environment that is sensitive to children’s learning styles, approaches to learning, cultural differences, and social/emotional needs. For information on the State Learning Standards, go to http://www.nysatl.nysed.gov/standards.html. Teaching requires formal knowledge of the English language, mathematics and science, psychology, history, and geography.

Teaching is a social occupation thatinvolves working, and communicating effectively with both adults and children. This occupation involves assisting and providing service to others. Areas of understanding include child development, positive guidance, multiple intelligences, and language arts (speaking, reading, listening, writing,). The teacher must have a, cooperative spirit, social perceptiveness, an appreciation for differences, organizational skills, and the ability to exercise confidentiality. 

Employment Settings: Substitute teachers are employed in a variety of settings including:

Public Schools (see Section II, Setting E) Prekindergarten -12 (depending on certification)
Private Schools (see Section II, Setting D)
Child Care Programs (see Section II, Setting A,B,D)
Head Start (see Section II, Setting B)

Related Careers:

Working Directly With Children – Head of Group in a child care program

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